This page has been archived on the Web

Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject to the Government of Canada Web Standards and has not been altered or updated since it was archived. Please contact us to request a format other than those available.

Sky Watchers Curriculum Correlation by Chapter for Alberta

Province: Alberta
Curriculum: Science (1996) - Topic D: Weather Watch
Grade: Grade 5
Date of Correlation: March 10, 2008

Chapter 1 First Steps

General Learner Expectation Addressed

  • 5-8 Observe, describe and interpret weather phenomena; and relate weather to the heating and cooling of the Earth's surface.

Specific Learner Expectations Addressed

  • Describe and demonstrate methods for measuring wind speed and for finding wind direction.
  • Describe and measure different forms of precipitation, in particular, rain, hail, sleet, snow.
  • Measure at least four different kinds of weather phenomena. Either student-constructed or standard instruments may be used.
  • Record weather over a period of time.
  • Identify some common types of clouds, and relate them to weather patterns.

Cross Curricular Connections

  • Activity, page 4: Technology (Internet)
  • Throughout chapter: Math (measurement)

Chapter 2 What Makes Weather?

Includes Activities 1 to 6 on pages 61 to 68.

General Learner Expectation Addressed

  • 5-8 Observe, describe and interpret weather phenomena; and relate weather to the heating and cooling of the Earth's surface.

Specific Learner Expectations Addressed

  • Describe patterns of air movement, in indoor and outdoor environments, that result when one area is warm and another area is cool.
  • Describe and demonstrate methods for measuring wind speed and for finding wind direction.
  • Measure at least four different kinds of weather phenomena. Either student-constructed or standard instruments may be used.
  • Describe the effects of the Sun's energy on daily and seasonal changes in temperature - 24-hour and yearly cycles of change.
  • Recognize that weather systems are generated because different surfaces on the face of Earth retain and release heat at different

Cross Curricular Connections

  • Activity, page 14: Math (measurement)
  • Activity number 4, page 64: Math (measurement)

Chapter 3 Weather Elements

Includes Activities 7 to 12 on pages 69 to 73.

General Learner Expectation Addressed

  • 5-8 Observe, describe and interpret weather phenomena; and relate weather to the heating and cooling of the Earth's surface.

Specific Learner Expectations Addressed

  • Describe evidence that air contains moisture and that dew and other forms of precipitation come from moisture in the air.
  • Describe and measure different forms of precipitation, in particular, rain, hail, sleet, snow.
  • Identify some common types of clouds, and relate them to weather patterns.
  • Describe the effects of the Sun's energy on daily and seasonal changes in temperature - 24-hour and yearly cycles of change.

Cross Curricular Connections

  • Activity, page 22: Social Studies (mapping)
  • Activity, page 23: Math (data management)
  • Activity, page 30: Science (sound), and Language (writing)
  • Activity, page 31: Math (measurement)
  • Activity, number 7 page 69: Math (measurement and data management)

Chapter 4 Severe Weather in Canada

Includes Activity 13 on page 74.

General Learner Expectation Addressed

  • 5-8 Observe, describe and interpret weather phenomena; and relate weather to the heating and cooling of the Earth's surface.
  • 5-9 Investigate relationships between weather phenomena and human activity.

Specific Learner Expectations Addressed

  • Appreciate how important it is to be able to forecast weather and to have suitable clothing or shelter to endure various types of weather.

Cross Curricular Connections

  • Throughout chapter: Health (severe weather safety)
  • Activity, page 4-2: Math (measurement)
  • Activity, page 4-9: Language (writing)

Chapter 5 Weather and Canadians

Includes Activities 14 to 17 on pages 75 to 79.

General Learner Expectation Addressed

  • 5-9 Investigate relationships between weather phenomena and human activity.

Specific Learner Expectations Addressed

  • Understand that climate refers to long term weather trends in a particular region and that climate varies throughout the world.
  • Recognize that human actions can affect climate, and identify human actions that have been linked to the greenhouse effect.
  • Appreciate how important it is to be able to forecast weather and to have suitable clothing or shelter to endure various types of weather.

Cross Curricular Connections

  • Activity, page 39: Language (reading and media literacy)
  • Activity number 14, page 75: Math (data management), and Technology (spreadsheets)
  • Activity number 15, page 76: Social Studies (mapping)
  • Activity number 16, page 77: Social Studies (mapping)
  • Activity number 17, pages 78 to 79: Social Studies (mapping)

Chapter 6 Ultraviolet Radiation

Includes Activities 19 to 23 on pages 80 to 84.

General Learner Expectation Addressed

  • 5-9 Investigate relationships between weather phenomena and human activity.

Cross Curricular Connections

  • Throughout chapter: Health (sun safety), and Social Studies/Science (environment)
  • Activity number 20, page 81: Health (sun safety), and Math (data management)
  • Activity number 21, page 82: Health (sun safety), and Math (percentage)
  • Activity number 22, page 83: Health (sun safety), and Math (percentage)
  • Activity number 23, page 84: Health (sun safety), Math (percentage)

Chapter 7 Putting It All Together

Includes Activity number 18 on page 80.

General Learner Expectation Addressed

  • 5-8 Observe, describe and interpret weather phenomena; and relate weather to the heating and cooling of the Earth's surface.

Specific Learner Expectations Addressed

  • Describe and demonstrate methods for measuring wind speed and for finding wind direction.
  • Describe and measure different forms of precipitation, in particular, rain, hail, sleet, snow.
  • Measure at least four different kinds of weather phenomena. Either student-constructed or standard instruments may be used.
  • Record weather over a period of time.
  • Identify some common types of clouds, and relate them to weather patterns.

Cross Curricular Connections

  • Activity, page 52: Language (oral communication)
  • Activity, page 53: Language (writing and oral communication)
  • Activity, page 57: Math (measurement)
  • Activity number 18, page 80: Language (writing)

Supplement One Air Quality

Includes Activities 1 to 6 on pages 9 to 17 (Supplement One).

General Learner Expectation Addressed

  • 5-9 Investigate relationships between weather phenomena and human activity.

Cross Curricular Connections

  • Throughout chapter: Social Studies/ Science (environment)
  • Activity, page 4: Technology (internet)
  • Activity number 2A, page 10: Math (data management), and Technology (internet)
  • Activity number 2B, page 11: Math (data management)
  • Activity number 3, pages 12-13: Reading

This curriculum correlation was conducted by Curriculum Services Canada (CSC), the Pan-Canadian standards agency for quality assurance in learning products and programs.

Date modified: